Achieving coherence in Erasmus+ Projects
Learning green, Living green
DOI
https://doi.org/10.25267/Rev_educ_ambient_sostenibilidad.2025.v7.i2.2301Info
Authors
- Julia Gracia Ordóñez (ES) Universidad de Córdoba
- Jorge Alcántara Manzanares (ES) Universidad de Córdoba
- Jerónimo Torres Porras (ES) Universidad de Córdoba
Abstract
This study analyses 239 Erasmus+ short-term mobility projects for learners and staff implemented during 2022-2023 and focused on the topic of Environment and Climate Change. This analysis is timely and valuable as it has been carried out at an early stage during the implementation of the Council recommendation for the green transition and sustainable development, and, furthermore, the projects and their analyses cover most educational stages (ECEC, Primary, Secondary, VET and adult education) and school activities oriented to develop sustainability competences. According to the Erasmus+ Programme Guide, sustainability-oriented projects should be based on the needs of the local environment, adopt a participatory approach from their design of involving the whole school community, rely on the eTwinning platform for completing previous work, integrate complementary environmental and sustainability programs and be coherent in terms of using sustainable transport, food and consciously reducing energy and waste. Similarly, they should make the most of physical mobilities while enhancing outdoor learning and hands-on activities in which students work collaboratively and learn experientially in other countries, balancing out teacher training needs with the invaluable experiences for students as they reconnect with nature and critically question our everyday lifestyle and practices. Ultimately, this research helps generate future lines of research by supporting education professionals, administrations and other stakeholders to reconsider some extended current practices.
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Copyright (c) 2025 Julia Gracia Ordóñez, Jorge Alcántara Manzanares, Jerónimo Torres Porras
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